12 Eye-Opening Stats About Health Care Careers

Today’s health care students are unique.

They’re tech-savvy. They have short attention spans. They love to learn, but they are not afraid to ask “why?” – why are you teaching them this task, why are they practicing that concept, why are they studying this topic?

One way to answer those questions is to show your health care students just how in-demand health care careers are. Doing so will give them a better understanding of why the skills they are learning are so important.

This infographic contains 12 eye-opening statistics about health care careers. Download it today to give your students a daily reminder of the career opportunities you are preparing them for.

Learn more: Our latest webinar, Educating Students on Patient Care with Hands-On Learning Method, explores key patient care and sensitivity topics and reviews new ways to engage health care students with hands-on learning methods. Watch it here.

Why I judged at the HOSA International Leadership Conference, and you should too!

By Denise Bodart, Realityworks RealCare Product Manager

Have you ever considered volunteering to be a judge at the HOSA International Leadership Conference (ILC) for the student competitions? I signed up to judge this year and am so glad I did!

This year 14,000 people attended the conference, of which 10,000 were students. 7,400 of these students participated in one of the student competitions. Hundreds of volunteer judges are needed each year at the HOSA ILC. I received an email invitation to consider being a judge since Realityworks was signed up to be a vendor at the Expo. I thought it would be an interesting new way to engage with the students and learn more about what they do, so I decided to sign-up.

During the sign-up process, I was able to choose a preferred category for judging. A month before the conference I received an email with information to read about the judging process along with a video to watch to help prepare me for the experience.

On the day of the competition the judges in our category attended an orientation dinner and more information was shared on exactly what to expect. Each room had two judges, a timer and a facilitator. We were prepared to judge for a 4-hour stint with no scheduled breaks. Each student in our category chose their own topics and did a 6-minute presentation on a lesson they prepared on a health-related topic. The score was based on the presentation and on the written portfolio that students prepared.

Over the course of the night we learned about safe sex, personal hygiene, dental health, how to safely dispose of medication for older adults, the importance of safety goggles, skin cancer and much more. The target audience for these educational initiatives ranged from 3 to 90.  It was obvious from the presentations that many hours and months of planning and preparation went into the student projects. In short, the experience was very positive.

I’d like to encourage anyone who has considered volunteering for judging at the HOSA ILC to give it a try. These students represent the best and brightest future health care workers. It’s rewarding to see the efforts of their hard work and creativity.

Expanding Programs for the Health Sciences Pathways

Realityworks is very excited to be expanding our programs for the Health Sciences pathways in 2017. With the need for healthcare workers expanding, the need for engaging, hands-on training will increase as well. Per a report released by the Georgetown University Center on Education and the Workforce, by 2020 the need for healthcare workers will grow by 5.6 million. With this, post-secondary education for these jobs will also grow.

Our products provide comprehensive learning solutions that pair curriculum with interactive learning aids, student activities and assessment tools to create innovative learning environments. We focused our Health Sciences products on bringing educators practical, hands-on skill development opportunities using realistic and affordable training tools.

New product areas include:
Injections
Phlebotomy
Blood pressure
Catheterization
Wound care
Patient Care Skills
AND more!

We invite you to learn more about these great products be downloading our 2017 Health Science catalog here!

Preventing Shaken Baby Syndrome One Demonstration at a Time

by Kati Stacy

Around 2005, Kathy Lopez-Bushnell, APRN, EdD, MPH, MSN, Director of ClinicalNursing Research at University of New Mexico Hospital (UNMH), was in a meeting when a community member approached her and said they had a terrible problem.

“She said that we’re not taking care of the families of shaken baby victims,” said Lopez-Bushnell. “So she and I and the CEO and other execs met and she told her story.”

This community member, who represented families going through the legal systemregarding Shaken Baby Syndrome (SBS) cases, explained that New Mexico had one of the highest rates of SBS and child abuse death in the country.

“After listening to her story, the execs saw there was a problem and they turned to me and said, go fix it,” Lopez-Bushnell shared.

After researching literature, Lopez-Bushnell found a program in New York state, headed by Mark S. Dias, MD, FAAP. The premise of Dias’ program was that parents who were taught about SBS immediately after their babies were born, when parent-child bonding is very strong, would be less likely to shake their baby. Dias’ program also recognized the effectiveness that these parents could have on disseminating SBS information to others who might be in the position of caring for their child. Dias’ program was so successful that it cut the rates of SBS in the eight-county region of western New York in half.

“I called him and told him we’d like to replicate his study,” said Lopez-Bushnell. “He couldn’t have been more helpful. He sent us volumes of information and we recreated his study here.”

In 2010, UNMH began a program modeled on this study. In 2012, they began using the RealCare™ Shaken Baby simulator by Realityworks®, Inc., with the educational program that was already in place.

UNMH Shaken Baby Syndrome Prevention and Awareness Program

UNMH’s Shaken Baby Syndrome Prevention and Awareness Program (SBSPAP) has four main goals:

  1. to provide educational materials about SBS to the parents of newborn infants
  2. to assess parents’ comprehension of the dangers of violent infant shaking
  3. to track penetration of the program through the collection of returned commitment statements (CS); and
  4. to evaluate the program’s effect on the incidence of SBS.

They work to accomplish this by teaching families of newborns as well as families with infants who come into the ICU for various reasons.

“We’re a Level II unit in ICU, so we take babies who are usually sick,” said Erika Cole, RN, BSN, RNC-LRN, ICN Unit Director at UNMH. “Upon admission to the unit, we start discharge teaching right away. One of the key pieces that we touch with every parent is the prevention of SBS using the Shaken Baby simulator.”

The program incorporates several tools during this education process. A handout gives tips about how to cope with infant crying and stats about what SBS is, etc. Nurses are given training on how to speak with parents and caregivers about how babies cry, that it’s okay if they cry and giving parents the okay to put them down and walk away if the need to. When Babies Cry, a video which comes with the Shaken Baby simulator, is shown. Finally, there is a demonstration with the Shaken Baby simulator to dramatically depict how easy it is to cause damage to an infant and what harm can potentially occur. From January 2016 to August 2016, 786 parents have participated in UNMH’s program.

The Shaken Baby simulator looks, feels and sounds like a real infant, with the exception of its clear head, which is equipped with LED lights. When shaken, the lights illuminate areas of the brain that have been damaged by the shaking event. “It’s a hard topic to discuss, and many parents might think, ‘Who doesn’t know not to shake a baby,’” said Cole. “But surprisingly 1 out of 6 parents we’ve talked with say that this was the first time they heard that [shaking a baby] was dangerous.”

Seven months later the families are called and asked what they remember of this education. According to Deisree Torrez, mathematician and research volunteer with the program, most parents remember working with the simulator.

One story that sticks out the most is a conversation she had with a Dad who called back.

“He said, ‘I remember the doll the most,’” Desiree Torrez recounted. “He continued, stating ‘whenever my baby cries and I start to get frustrated, I just remember you guys making me shake that doll and I know it’s time to put my kid down. I just don’t want to do that to my child.’”

The program has recently expanded its efforts to prevent child abuse by incorporating 30 additional Shaken Baby simulators into their program. Created by Realityworks, Inc., these electronic simulators have helped the hospital significantly reduce rates of Shaken Baby Syndrome since they were first implemented in 2012.

“There is a substantial amount of child abuse in NM, and a need for education as a potential preventative measure, given the significant morbidity and mortality in our state,” said Christopher Torrez, MD, Pediatric Resident Physician, PGY 3 at UNMH . “The doll leaves a lasting impression on our parents. Often, when we complete the 7-month follow-up, one of the things they remember the most is interacting with the doll.”

Editor’s Note: This is an excerpt of a larger testimonial about the UNMH Shaken Baby Syndrome Prevention and Awareness Program. Click here to read the testimonial in its entirety.

Fostering Geriatric Sensitivity through Age Simulation

By Kati Stacy

Miranda Kessler, RN-BSN, is the Health Occupations Instructor at Nicholas County Career and Technical Center in West Virginia where she teaches 11th and 12th grade students. The program includes health science courses with the goal of the students obtaining their West Virginia State Nursing Assistant Certification at the end of the two-year program.

“We are in a very poor county with approximately 1000 students in grades 10-12,” said Kessler. “We have seven feeder schools from three counties. Our area is very poor and jobs are incredibly limited. Some students will leave to go to college, but statistics show that the majority of our students won’t leave. It is so important that we reach these students and teach them a skill that can be used to take care of themselves and their families.”

When looking for a product to begin teaching geriatric sensitivity, Kessler chose the RealCare™ Geriatric Simulator by Realityworks because she felt the included components were a great value for the money. Designed for secondary and post-secondary education programs, the Geriatric Simulator allows users to experience a variety of age-related physical challenges.

“When I told my principal about the simulator after seeing literature on it at a conference and he saw how excited I was to use and implement it into my program, he bought in immediately and ordered it for me with no hesitation,” she said. “When the simulator came, he was so excited about it, he was actually the first person to try it! He was amazed by how it changed his normal routine activities and made everything feel much
more physically demanding.”

Kessler thought her students could really get good use out of the Geriatric Simulator and learn from the experience of wearing it.

“I wanted to be able to teach my students to be more understanding and empathetic with the aging process once we made it into our clinical rotation at the local nursing home,” reflected Kessler. “I wanted them to understand why the residents moved so slowly and I wanted them to learn to be patient and kind while working with them.”

Students in Kessler’s class are introduced to the Geriatric Simulator during their unit on growth and development and the aging process. During note taking time, they dress in the suit, which includes a weight vest (adjustable, one-size-fits-most), ankle weights, wrist weights. elbow restraints, knee restraints, gloves and a cervical collar. They also wear the glasses to impair their vision while note taking to see how it inhibits them.

“Initially, the reaction is, “This can’t be that bad,” or they laugh and giggle while gettingdressed in the simulator,” said Kessler. “After wearing the suit for the recommended 20-30 minutes though, their feelings generally start to change.”

Kessler said she sees the students becoming tired and their actions becoming slower and more purposeful throughout that time.

“Many of the students say that they didn’t realize it would be so fatiguing,” she said. “I’ve never had a student complain after wearing the simulator though; I’ve always only had positive comments.”

“After wearing the suit,” Kessler continued, “I try to have a one-on-one conversation with each student and discuss the experience. How did you feel before and after? How did your body respond? How did your breathing change? What did you find most challenging? What did you do in an attempt to compensate for your deficits?”

Kessler currently has one Geriatric Simulator that her classes have been using since September, but she said if her enrollment continues to grow she may look into purchasing another if funding becomes available. She is also looking into adding Realityworks’ new Geriatric Sensory Impairment Kit to her program through a grant she is writing. The kit features wearable components which provide users with age-related sensory changes to help with understanding common aging changes including: hearing impairment, geriatric arthritis and geriatric tremor.

“It is so important to get these kids to understand the pains and aches that our elderly generation feel every day, so that they can provide better care for our aging population,” reflected Kessler. “Even more than the physical aspect of aging, the mental and emotional status must be considered. These students can learn so much from the generation that we are now caring for – they can gain valuable life experience if they just slow down and listen and most importantly, respect the geriatric population.”

Is RealCare® Baby Recognizing ID Tags?

By Nate Schlieve, Realityworks Product Support Technician

Ever have students who have just completed a full simulation mention that their Baby was not accepting the ID very well? Before running a test or a demonstration you can look at the student’s report and verify if there was an ID problem or not.

Start by looking at the Performance Overview box. There is more to this box than just the Performance Overview percentage.

img1 Look at the Proper Care section of the Performance Overview. This section is very important because it provides you with an idea of how attentive the participant was with the Baby. The Proper Care percentage is calculated by dividing the number of care events the participant properly responded to (left side) from the total number of requested care events (right side).img2

If you look at just the Proper Care section alone, you can tell the participant gave excellent care. You can also tell from the Proper Care box that we have a very attentive student by looking at the total number of times the ID was recognized against the total number of requested care events. In the example above the Baby requested 103 care events and the ID was recognized 109 times. The Baby will respond to the ID whenever the Baby is crying for a care event, fussy event, or mishandle event. If the total number of times the ID is recognized is greater or equal to the total number of requested care events it is an indication that any time the Baby cried for care the student was there to respond. It also indicates that the Baby is responding just fine to their ID.

To see guides, videos, FAQs and troubleshooting with RealCare Baby, visit our support page: http://www.realityworks.com/support/realcare-baby/

 

3 Reasons to Meet Us in Vegas for RealCare® Baby Basics and Best Practices

Every year, the Realityworks team journeys to the largest annual gathering of Career & Technical Education (CTE) professionals in a single location: the Association for Career & Technical Education (ACTE)’s CareerTech VISION Conference. In fact, we start planning for this conference a good year in advance! For the first time, we are planning a pre-conference workshop on Wednesday, November 30 all about RealCare Baby. Designed for current and prospective users, this pre-conference session is an opportunity for you to learn from a subject matter expert in person! Why join us in Vegas on November 30?

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1. Get RealCare Baby program best practices. What are the best ways to engage students with RealCare Baby? How can you use this powerful tool to make an even bigger impact on your students? What are seasoned users doing to succeed? We’ll answer these questions and more!

2. Discover career exploration activities. Did you know that RealCare Baby can help your students prepare for careers in education and human services? Join us to get ideas and activities that will help you prepare your students for careers.

3. Get our NEW RealCare™ Preemie Baby. Have you heard? The RealCare™ Preemie Baby is our newest experiential learning tool. It’s modeled after a preterm infant born at 30 weeks and is designed to help students, caregivers and parents-to-be understand the unique challenges and often complicated medical problems that can be associated with preterm birth. By attending our pre-conference workshop, you’ll receive a complimentary Preemie Baby from Realityworks!

preemie-withjanelle

What: RealCare® Baby Basics and Best Practices
When: Wednesday, November 30, from 1-5:00 p.m.
Cost: $150

Ready to register? Visit the conference website here.

Mac Users: Follow These Steps to Update RealCare® Control Center Software

By Nate Schlieve, Realityworks Product Support Technician

TeacherAtComputer-233wide

Updated RealCare® Control Center Software is vital for RealCare Baby® infant simulator users. After all, without the software users are unable to program Babies, customize individual simulations, track care events or receive simulation reports.

Occasionally, Mac users will encounter this error when updating or installing Control Center Software:

screenshot1
This occurs because of a security feature on most Mac computers. The feature prevents apps and programs from being installed unless they are from the Mac App Store. The good news is that you can turn this feature off in order to update or install your software!

Prerequisites
• You must be at your computer
• The Control Center installer must be in your download folder

Steps to Perform
To turn off GateKeeper:

  1.  Open “System Preferences” from the Apple menu
  2. Choose “Security & Privacy” and then click the “General” tab, followed by clicking the lock icon in the bottom left corner to unlock the setting
    • If the lock cannot be clicked, you will need to contact your Network Administrator
  3. Look for “Allow applications downloaded from:” and choose “Anywhere”screenshot2
  4. Accept the security warning and allow
  5. Try reopening the Control Center Software installer
    • It is possible you may have to do this step again when you install the serial driver

Additional Product Support resources like video tutorials, documentation, webinars and FAQs can be found in our online Product Support Center. If you need further support, contact our Product Support Team by calling 800.830-1416, option 2, or emailing productsupport@realityworks.com.

[Free Download] Measure the Efficacy of Your RealCare Program

By Denise Bodart, Realityworks RealCare Product Manager

GirlsWithRealCareBabies-400wide

According to the US Department of Education, research-based instructional programs are defined as programs that withstand the test of standard scientific testing practices. Their conclusions can be replicated and generalized. By this definition, Realityworks®, Inc.’s RealCare™ Program is a research-based program.

The RealCare Program is a powerful combination of innovative curricula with the most advanced infant simulator available. Evidence collected over the years indicates that the program offers a highly effective approach to preventing teenage pregnancies and teaching parenting skills. For decision-makers who are considering the RealCare Program, the obvious question is: Does it meet the stringent evidence-based requirements tied to federal funding? The answer is “yes.”

But you don’t have to take our word for it. We offer several ways for you to measure the efficacy of your own RealCare Program.

Using the Healthy Choices: Relationship, Sexuality and Family Planning curriculum? It includes a Survey and Self-Assessment that you can give to students before and after you administer the program and simulation experience. By comparing the results before and after, you can gauge how their attitudes about themselves, their sexual activity, and their views about parenting changed over the course of instruction and participation.

Additionally, all four RealCare Program curricula offer Pre- and Post-Summative Assessments that measure objectives learned from the program. Using these assessments, you can collect evidence of knowledge gained through participation in the lessons and simulation experiences of your own RealCare Program.

Ready? You can access the Healthy Choices survey and self-assessment here (or find it in Unit One, Lesson One of your Healthy Choices: Relationship, Sexuality and Family Planning curriculum). Again, pre- and post-summative assessments are included in each RealCare curriculum.

Want to dig further into the research? We’ve made available a variety of individual research studies and their results here. You can also read our evidence of efficacy whitepaper here.

Our Response to a Recent Study

We were dismayed to learn last week that The Lancet, a prominent British medical journal, published a deeply flawed study of an infant simulator-based program that the authors inaccurately associated with RealityworksRealCare Program. The study had nothing to do with us, our curriculum or our RealCare Baby® infant simulators, nor are its conclusions about us credible.

The study has enormous flaws:

1) Our RealCare curriculum spans 14 hours of teaching time, whereas the curriculum used in The Lancet study, without consulting us, is two hours and 20 minutes. That’s not even a Cliff’s Notes version of ours. The curriculum and the infant simulators are an integrated product, just like a computer and software. The RealCare Program involves multiple learning activities, discussion and prolonged take-home simulator experience. You can’t gut the curriculum the way these authors did and expect good performance, or draw any inferences whatsoever about our program. At its most basic, science is supposed to be about comparing apples to apples.

2) The authors somehow failed to mention a key variable that occurred early in the course of the longitudinal study: In 2004, the Australian government introduced its controversial Maternity Payment Program, or “Baby Bonus,” to increase family size.

The program paid a lump sum of $3000 (eventually rising to $5000) to families earning below $75,000 following the birth of a child. Not surprisingly, overall teen pregnancy rates for women from 15-19 years – the same age as those being followed in The Lancet study – rose significantly after years of decline. Before the Baby Bonus was launched in 2004, birth rates for these women were declining steeply, at an average of 4.5% per year. Following the program’s launch, the birth rate for this age group increased 7.7% in 2005 and 13.5% in 2006. Why would one assume the girls in their study group, whose schools were poorer on average than the control group that did not utilize infant simulators, wouldn’t be incentivized by such a sum?

That, to us, is the proverbial hole big enough to accommodate a Mack Truck. Yet the study never mentions the Baby Bonus program or its potential impact on pregnancy rates. That’s astonishing.

3) Magnifying the effect of the above statement, the study groups were not matched. The group who received the infant simulators came from a significantly poorer socioeconomic group than the control group.

What distresses us most about this study, apart from the obvious flaws, is that it confuses a vital public health issue. Our RealCare Program, now used by two-thirds of U.S. school districts, has been adopted in educational institutions since 1995. In that same time frame, teen pregnancy has also declined. There are doubtless many reasons for this, and we believe one is the marked change in attitude toward teen pregnancy and parenting found in RealCare Program participants.

We encourage you to share your experience with the RealCare Program in the comments below.